theme - eduplace.com · write see my ___on the board.have children draw pictures to finish the...

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THEME 3: We’re a Family

We’re a Family

E N G L I S H L A N G U A G E D E V E L O P M E N T L E S S O N S F O RE N G L I S H L A N G U A G E D E V E L O P M E N T L E S S O N S F O R

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Names for Family MembersThis week we will read about families.

Let’s start by reading a rhyme about a family.

Display “My Family.” Read it a few

times with these actions: rock back

and forth slowly; pump your arms quickly;

make swimming motions; hug; show a silly

face. Read it again, tracking the print.

Have children perform the actions. On

another reading, help children identify

the words that name family members by draw-

ing pictures or attaching the appropriate ELL

Picture Cards. Have children tell what they

know about each. Explain that grandpa,

grandma, and dad are other names for grand-

father, grandmother, and father.

Have children name the ways of walking mentioned in the rhyme (slowly,

quickly) and other ways to walk such as silly, from side to side, back-

wards, sideways, and so on. Demonstrate each one. I am walking quickly.

Walk quickly with me. Tell how you are walking. Repeat, changing the way you

walk. Ask children how they would walk with different members of their family.

Have children make up new ways to walk and name them.

Which ones would be fun to do with your family?

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Week 1


Vocabularyfamily, baby, brother, dad,grandpa, grandma, mom, sister

Materials• chart paper• a marker• ELL Picture Cards

grandmother, grandfather, father, mother, sister, brother, baby, family(See Master ELL 3–2.)

Reread the rhyme,pausing for children towalk slowly and quickly.Have them repeat the words slowly andquickly each time.

Name some peo-ple who might be in afamily. Name a fewpeople in your family.Show how you wouldwalk with them.

What do you dowhen you “keep upwith” someone? When would you walkin a silly way? in ahappy way?

Name

Kindergarten Theme 3: We’re a Family Language Development ELL 3–1

My FamilyI walk slowly with my brother.

I walk quickly with my dad.

Grandpa loves to swim with me.

Mother holds me when I’m sad.

Sister laughs at silly faces.

Grandma takes me lots of places.

This is my whole family.

Master ELL 3–1 Theme 3/Week 1

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Master ELL 3–1

Education Placewww.eduplace.comTheme 3: We’re a Family

Audio CDTheme 3: We’re a Family

LANGUAGE DEVELOPMENT 15–20 MINUTES

Invent a Walk

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Jonathan and His MommyDisplay the book and read its title. Tell children that Jonathan and his mother are

going for a walk. Where do you like to go walking? Who do you go walk-

ing with? Where do you think Jonathan and his mommy will go? Lead a pic-

ture walk. Encourage children to tell about the ways the two move.

Pages 2–3: Does Jonathan live in the city or the country? How can you tell? Is

it a good day to take a walk? How do you know that?

Pages 4–25: Help children describe how Jonathan and his mother are walking

and moving. Talk about where they are and what other people around them are

doing.

Pages 26–28: How is Jonathan feeling at the end of his walk? Where do you

think he and his mother will go next? How will they get there?

Phonemic Awareness/PhonicsBlending Onset and Rime

Remind children that rhyming words end with the same sounds. Provide the

following example of rhyming words: bat, cat, hat. Ask children to name other

words that have the same ending as bat.

Tell children to listen carefully as you say some sounds. Say /b/, /at/. Model putting

/b/ and /at/ together to get the word bat. Repeat the process, saying the sounds

and having children put the sounds together to make these words: /k/, / a t/ cat;

/h/, /at/ hat; /m/, / at/ mat; /s/, / at/ sat. Repeat with the words got, cot, hot.

Initial Consonant t /t/

Introduce Alphafriend Tiggy Tiger to children. Say Tiggy, stretching out the ini-

tial /t/. Have children do the same. Repeat with Tiger. Elicit that both Tiggy and

Tiger begin with /t/. Hold up the Picture Card tag, and help children name it.

Does tag begin with the same sound as Tiggy and Tiger? What is that

sound? Do any of you have names that begin with T like Tiggy Tiger? If you

do, stand up and say your name. Give each child with a T name a turn to hold

up the letter card T as the group says the child’s name. If no one has a T name,

you say a T name and have children repeat it.

Distribute the Picture Cards for /t/ t. Have a child hold up a picture. Help the

group name each picture. Write the picture name on the board. Then have chil-

dren say the picture name, the sound /t/, and the letter name t.

THEME 3 WEEK 1 DAY 1

Skill ObjectivesChildren• blend onset and rime to

make words• begin to associate /t/

with t

Materials• Picture Cards tag, ten,

tooth, top• Letter Cards T, t• ELL Picture Cards

Alphafriend Tiggy Tiger(See Master ELL 3–2.)

Language Transfer SupportSome children, particularlyspeakers of Vietnamese, maypronounce /t/as /d/. Givechildren extra practice with thisconsonant sound.

LITERATURE FOCUS 10–15 MINUTES

SKILL FOCUS 10–15 MINUTES

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People in a FamilyWe read about a boy and his mother. Today we will talk about members

of families, such as mothers, fathers, brothers, sisters, aunts, and uncles.

Have children draw pictures of themselves with their families. Quick-draw a pic-

ture of yourself as a child with your family. Point to each family member in your

completed drawing. This is my ___. Then have children identify members of

their families. Keep children’s drawings.

Draw a simple family-tree type of chart to help children see how family

members are related. Stress that families are different and that this one

just shows how some members are related.

Reread “My Family,” stressing the names for family members. These

are words you will hear people use when they talk about their families.

Invite children to tell the special names they have for their

family members. Write the special names on the chart.

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Vocabularyfamily, people, mother, father,grandmother, grandfather,brother, sister

Materials• drawing materials• chart paper• a marker• Master ELL 3–1


THEME 3: We’re a Family WEEK 1

Beginning/PreproductionSee Master ELL 3–1.

Display the rhyme “MyFamily.” Reread it for children,using the actions from Day 1.Say: Today we will talk aboutwho the different people in afamily are. Listen as I readthe rhyme about familiesagain. Raise your hand whenyou hear a word for someonein a family. As childrenrespond, underline the words.Then repeat each familyname, and have childrenpractice saying it with you.


Name Them

Who do you walkslowly with? quicklywith? Who likes to swimor play games with you?Who hugs you whenyou’re sad? giggles atyour silly faces? Usethe person the childnames to reread eachline of the rhyme.

Name some ofthe people in the draw-ings we made. Thinkabout what you like todo with one of thosepeople. Tell about it.

Tell about some-thing you like to dowith your mother, yourfather, your grandpar-ents. Why do you liketo ___ with him or her?

grandmother grandmother

sister brotherme

fathermother

grandfather grandfather

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Tortillas and LullabiesDisplay the book and read its title in English and in Spanish. A child who speaks

Spanish might say the title words in Spanish. Discuss the cover picture. Point out

that the people are a great-grandmother, a grandmother, a mother, and a daughter.

Then lead a picture walk.

Pages 2–25: What number is this? What does this picture show? Turn the

page. Who are these people? What are they doing? Read these pages aloud to

show children the pattern of the story. Have children look for the girl and her

doll. Repeat, asking similar questions for each section.

Pages 26–32: What time of day is it? How do you know? Tell children the

mother is singing a song, called a lullaby, to her daughter to help her go to sleep.

Who is the daughter singing to? If you know a lullaby, sing it for the class.

Invite children to share any lullabies they know and to tell who sings the songs

to them.

Phonemic Awareness/Word WorkBlending Onset and Rime

Ask children to name words that rhyme with pet. Then tell children to listen

carefully and to put the sounds you say together to make words. Say /p/ and

/et/. If necessary, model how to blend the sounds to make the word pet. Then

continue, having children blend sounds to make these words: jet, /j/, /et/; let, /l/,

/et/; net, /n/, /et/.

Repeat for the words bug, rug, and mug.

High-Frequency Word: my

Display the cards listed in Materials. Construct the rebus sentence: See my

(hand). Point to the first word, and have children read it. Then point to my.

What letter does this word begin with? Make the sound for that letter.

Then say the complete rebus sentence as you point to your own hand. Point to

each word and have children repeat the sentence with you as they point to their

own hands.

Write See my ___ on the board. Have children draw pictures to finish the sen-

tence. Some may want to copy the sentence See my ___ above their pictures.

Encourage children to read their rebus sentences with the group.



make words• learn the high-frequency

word my

Materials• Word Cards My, my,

See, see• Picture Card hand• Punctuation Card period• drawing materials



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Naming Family ActivitiesAsk children to look through Tortillas and Lullabies with you to find

pictures of the family making tortillas, gathering flowers, washing

dresses, and singing lullabies.

As they find the pictures, help children name the activity and tell about

something they do with members of their own families that is similar to

this activity. What other things do you like to do with your family? Help

them put the activities into words and actions.

Teach children to play the singing game “This Is the Way” to the

tune of “Here We Go Round the Mulberry Bush.” Have them

choose a family activity from Tortillas and Lullabies to sing and act out for each

verse. For example: This is the way we make our lunch/make our lunch, make

our lunch. /This is the way we make our lunch, /In our family. Other verses

might include, stir the pot, wash our clothes, and go to bed.

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Have children stand ina circle. Say a sen-tence that tells aboutan action, such as, Iam washing clothes.Pantomime the action.Then have childrenecho the sentence andrepeat the action.

Ask one child at atime to pantomime afamily activity thegroup acted out. Whenthe child is finishedpantomiming, he orshe should ask: Whatam I doing? The groupresponds: You are ___(washing clothes).

What specialfoods does your familylike? Do you helpmake those foods?Tell and show us howyou do that. Tell about some otherthings your family likes to do together.

Vocabularylullaby, flower, dress, make,sing, gather, wash

Materials• drawing materials


Display the rhyme “MyFamily.” Invite children torecite the rhyme with you asyou reread it. Then have eachchild draw a picture of amember of his or her family.Have children take turnsstanding up to show theirpictures. Help each child tellwhich family member he orshe chose to draw. Label their pictures, and have thechild repeat the family namewith you.



Sing It

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Phonics Library”The Birthday Party,” pages 1–7

Display page 1 of “The Birthday Party,” and read the title aloud. What do you

think this story will be about? Why do you think that?

Walk children though pages 2–7, prompting them to tell the story by describing

what is taking place and who the people might be. Have them identify the pic-

tured objects and activities that show this is a birthday party.

Concepts of PrintReturn Sweep/Capitalize First Word/End Punctuation

Hold up I Need a Lunch Box. Open the book to page 3. Ask a child to point to

the place where you should begin reading and to name the first letter. What

kind of letter begins the first word of a sentence? What letter is this?

Read aloud moving a hand under the line. Pause at the end. Have children tell

what mark ends the sentence. Now I will go to the beginning of the next

line. Lift your hand off the page and return it to the next line. Repeat.

Call on children to take turns finding the beginning and end of the first sentence

in other books. Read the sentence. Have a child demonstrate the return sweep.


Skill ObjectivesChildren• identify capital letters at

the beginning of sentences• identify periods at the end

of sentences• demonstrate return sweep

Academic Language• sentence• period

Materials• Big Book Tortillas and

Lullabies• Read Aloud I Need a Lunch

Box from Theme 2• Phonics Library selection

“The Birthday Party”



Language Transfer SupportIn Spanish, words within titles,unless they are names, are notusually capitalized.

Phonics LibraryWe’re a FamilyEach wordless story offerschildren opportunities for orallanguage development duringthe week.

Display pages 12–13of Tortillas andLullabies. Pointout the capital letterthat begins the sen-tence. Read each sen-tence. Run each child’shand under the wordsto show the directionyou are reading.

Display pages 2–3 of“The Birthday Party.”Ask children to dictatetwo sentences aboutthe pages. Write thesentences. Have chil-dren underline thebeginning capital let-ters and tell what tomark at the ends.

Have children dictatesentences for all of“The Birthday Party.”Give children a take-home version of thestory. Cut out thepictures. Paste themnear the sentencesthat tell about them.Then read your story.

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Big and Small FamiliesWe have been talking about families—the different people in a family

and the different things families like to do together. We’ve learned that families

are different. Today we will talk about families of different sizes.

Tell children that the words big and small can be used to tell about the

different sizes of groups. Count the children in the group and say Our

group is small. Tell how many children are in the whole class and say Our class

is big.

Have children look at the family pictures they drew for Day 2. Ask them

to take turns telling about their own families and whether they are big

or small.

Some families are big and some are small. Call on children to point out

pictures of a big family and a small family in the Big Book and use the words big

and small to tell about the families.

Have children form big and small groups of small

items, such as counters, game pieces, or pencils, to

create “families.” Invite them to tell how many are in their big “family” and how

many are in their small “family.”

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Vocabularysmall, big, different, size

Materials• children’s family pictures

from Day 2


Display the rhyme “MyFamily.” Read it aloud, havingchildren chime in and do themotions. Say: Some familieshave lots of people; they arebig families (stretch your armsout, to indicate big). Somefamilies have just a fewpeople. They are small families(hold two fingers just barelyapart, to indicate small). Havechildren copy your arm motionsand repeat the appropriatewords with you.

Draw a group of threehappy faces on theboard to representsmall and a group of eight happy faces to represent big.

Point to the biggroup. Point to thesmall group. Thenpoint to a group andhave children call outbig or small.

Take children on a pic-ture walk through theSocial Studies Link“Families.” On pages39–40, ask children toorally label each familyas big or small.

Would you like tobe part of a big familyor a small family? Tellwhy. Name some biganimals, such as ele-phants. Name somesmall animals, suchas mice.



Is It Big or Small?

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Big Book Social Studies Link“Families,” pages 35–41

Read the title aloud. How many people are in this family? What are these

people doing together? Where are they? Are these family members having fun?

How can you tell? Which pictures show a big family? a small family?

Invite children to tell which activities they enjoy with their own families.

ComprehensionStory Structure: Characters/Setting

Display “The Birthday Party.” Have children point out the birthday girl and her

mother on page 2. Explain that the girl is an important character in the story

because it is her birthday and she is in all the pictures.

Ask children to give the girl a name. Write the name on the board. Find the

girl in each picture. Use her name. Tell what she is doing. Name some of the

other people you see. Explain that the people in stories are called characters.

Tell children that where a story takes place is important too. Where does

the girl’s birthday party takes place? How do you know that?

Review the story children have told about the birthday party, having individuals

point to relevant pages as the story is told.

Skill ObjectiveChildren identify charactersand settings in stories.

Materials• Phonics Library selection

“The Birthday Party”• Big Book Tortillas and

Lullabies/Tortillas y cancioncitas

• an assortment of picture books



Draw pictures fora story about yourself.Show where the storytakes place. Name thepeople and places thatare in your story.

Display pages 28–29of Tortillas andLullabies. Who is in this part of thestory? What is happen-ing? Where is it hap-pening? Repeat forpages 30–31.

Have partners choosea picture book. Theycan point out to eachother the characters in their books andwhere the story takesplace. Then partnerscan tell the groupabout their books.

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Pulling It All TogetherDisplay the books read this week. This week we read three books

about families. First, we read about a boy who takes walks with his

mother. Then we read about a girl and her family who make tortillas, gather

flowers, wash dresses, and sing a lullaby for each other. Then we read about

how families work and play together.

Revisit the rhyme “My Family.” Encourage children to join in with the

words and gestures as you read. Invite children to take turns naming

some of the people in their own families.

Invite children to have a make-believe family celebration. Have

each child choose a role, such as the grandfather, a brother, a

sister, and so on, to play.

The celebration could be centered around a meal. Encourage children to talk to

each other as they role-play. Encourage dialogue with prompts as needed. For

example: You are the grandfather. Sarah is your granddaughter. What would a

grandfather say to a granddaughter? What would he ask her?

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Look slowly throughthe pages of severalpicture books with chil-dren. Ask them toraise their hands whenthey see pictures offamilies. Hold thebook open to thosepages and help chil-dren identify the familymembers shown.

Tell about threemembers of your fami-ly and what you like todo best with each ofthem. Where do youdo this with them?

Have children pagethrough Jonathan andHis Mommy andTortillas and Lullabiesto help them recallactivities. Whatfamily members werein these stories? What things did thefamilies do? How isthis family like yours?How is it different?

Vocabularyfamily, boy, walk, mother, girl,work, play

Materials• Master ELL 3–1


Display the rhyme “MyFamily.” Encourage children to recite the rhyme on theirown or to chime in withothers. Provide prompts asneeded. Assign familymember roles and have thechildren role play in thehousekeeping corner.



Act It Out

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Phonemic Awareness/PhonicsInitial Consonants t /t/, m /m/, s /s/

Display the Picture Cards listed under Materials. Invite children to play a letter

guessing game. I begin with the letter t. I am a toy that spins. What word

tells what I am? Once children identify the word top, have a child take the corre-

sponding picture from the display and place it on a nearby table.

Continue to give clues in the same manner for the remaining pictures. Then

have children sort the cards into three piles, according to their beginning sounds.

Segmenting Onset and Rime

Remind children that they have put sounds such as /b/ and / a t/ together to

make words. Have them blend /b/ and /at/ to make bat.

Have children listen as you say the word sat. Do you hear /s/ at the begin-

ning? Say it with me, /s/. Listen again. Do you hear /at/ at the end of sat? Say

the ending with me /at/. Now you say the beginning and ending parts of the

word with me: /s/ /at/. What’s the word?

Model the process with other words, such as man, pan, run, sun. Explain to

children that they should first say the word, listen for the beginning sound, and

then listen for the ending sound. Repeat the process for other CVC words such

as mat, hat, fan, and can.


Skill ObjectivesChildren• segment onset and rime• associate sounds with

letters: m /m/, s /s/, t /t/

Materials• Picture Cards mat, mix,

mop, mule, sad, sandals,sandwich, seal, tag, ten,tooth, top

• Letter Cards M, m, S, s, T, t

Help children segmenttwo or more of the fol-lowing words: mug,jug, tug, rug, bug.Then have them drawa picture of one of thewords. Ask them toshow their finished pic-tures to the group andtell what they drew.

Have children seg-ment these word pairswith you: ran/pan;ham/jam; dot/lot;top/mop. Then have them use two or more of the wordsin sentences.

Help children segmenta word such as map.Then have themreplace the /m/ withother beginningsounds until they get aword they can draw apicture of. Keep a run-ning list of their words.Continue with otherCVC words.


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What We NeedThis week, as we find out more about

families, we will talk about some of the

things we and our families need.

Display the rhyme “Some Things I

Need” on chart paper. Read it aloud

and model these actions: shivering for being

cold and wiping sweat from your brow for

being hot. Then have children say the rhyme

after you and imitate the actions. Point to the

word need. There are things we all

need. We need food to eat, a place to live,

and clothes to wear.

Reread the rhyme, stopping at the

end of each sentence. What

other things do we need when it’s cold? Have

children respond by completing this sentence

frame: We need ____ when it’s cold. Repeat for hot. Change the pattern of the

sentence frame for line 5 to We need ____ when we’re thirsty. Use We need ____

when we’re hungry for line 7.

Supply old catalogs. Have children find and cut out things they

might need when it’s cold, such as coats, sweaters, blankets,

heaters, and things they might need when it’s hot, such as sun hats, beach

umbrellas, T-shirts, sandals, and fans. Have children make a group collage.

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Week 2


Vocabularycold, warm, hot, cool, thirsty,drink, hungry, food

Materials• chart paper• a marker• old catalogs• ELL Picture Cards

sweater, T-shirt, shorts, gloves(See Master ELL 3–4.)

Reread the rhyme.Have children chime inand do the motions forhot and cold. Havechildren pantomimedrinking for thirsty andeating for hungry asyou read it again.

Name somethings we all need.Where do you get thefood you eat? Wheredo you get the clothesyou wear?

Have children draw pictures of differentthings they need andthen show their pic-tures to the group.Have the group tellwhy they need that.

Name


Some Things I NeedWhen it’s cold, I need be to warm,

So I wear a sweater.

When it’s hot, I need to be cool,

So a T-shirt is better.

When I’m thirsty, I need a drink,

And I like juice in a cup.

When I’m hungry, I need food,

So spaghetti fills me up!


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Find It

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Goldilocks and the Three BearsTeacher’s Edition, pages T86–T87

Show the story picture on page T87. Read the title aloud, explaining that this is a

story that has been read or told to children for many, many years. Ask if children

have ever heard it before. Have children tell or point to the girl named

Goldilocks and tell what she is doing. Then encourage discussion.

• Who are the characters in this story? Point to them. Tell what they’re doing.

• Do you think Goldilocks knows that the house she is in belongs to bears?

• What animal do you see in the picture on the wall? on the wallpaper?

• Whose chair do you think Goldilocks is trying to sit in? How do you know?

• What will happen when the bears find Goldilocks in their house?


Tell children to listen carefully as you say some sounds: /b/ /at/. Have children

repeat the sounds with you. Have them say the sounds once more, this time

blending them together quickly to make a word. If necessary, model how to put

the sounds together to make the word bat.

Continue with these sounds: /k/, /ı t/ for kit; /s/ /ad/ for sad; /b/ /el/ for bell.

Initial Consonant b /b/

Introduce Alphafriend Benny Bear. Say Benny, stretching out the initial /b/.

Have children do the same. Repeat with Bear. Do both words, Benny and

Bear, begin with the same sound? Say that sound with me /b/.

Display the Letter Cards B and b. Ask children to name the letters. Which

letter does the name Benny begin with? If your name starts with B, like Benny,

stand up and say your name. Say the letter that your name begins with. Write

the names in a list on the board. If no children’s names begin with B, write some

B names and read them aloud.

Hold up Picture Card bat and write the word on the board. Have a child

match Letter Card b with the picture name. Then ask children to tell the names

of other things that begin with b /b/. Prompt if necessary by pointing to b

objects in the room.



make words• begin to associate /b/

with b

Materials• Picture Card bat• Letter Cards B, b• ELL Picture Cards

Alphafriend Benny Bear(See Master ELL 3–4.)



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Clothes to WearHelp children recall things we all need. Today we will read about a girl

who gets many different clothes from her family members. Let’s talk about

some of the different clothes we need.

Start a chart about kinds of clothes. Write the word Clothes in the

middle. Point to different articles of clothing on yourself and on

children. Name the clothing, and add the words to the chart.

Use prompts such as the following so that the list includes cold-weather

clothing: What do you need to keep your neck warm? your head?

your hands?

Review the items on the web, adding a quick sketch of each item

or using the ELL Picture Cards. Have each child point to and

name an article of clothing he or she is wearing. Then have the child point to the

same article on the web. Keep this web for children to add to as they think of

other articles of clothing.

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Vocabularyeat, live, food, clothes, scarf, jacket

Materials• chart paper• a marker• Picture Cards berries, jam,

lemon, nut, orange, peach,sandwich, watermelon

• magazine pictures of a variety of foods

• ELL Picture Cardssweater, T-shirt, shorts, gloves(See Master ELL 3–4.)




Draw a picture ofsomething you like towear. Tell us aboutyour picture.

Name three kindsof clothes you arewearing. Find someoneelse in the group whois wearing the samethree kinds of clothesyou named. Tell whothat person is.

Display a picture of alarge family. Have achild secretly choose aperson in the pictureand tell about theclothes he or she iswearing. Listenersguess which person isbeing described.

Display the rhyme “SomeThings I Need.” Reread italoud with motions for hot,cold, thirsty and hungry. Say:We all need food to eat everyday (pantomime eating). Butwe all like different foods.Display pictures of differentkinds of foods. Point to a foodyou like and say: I like to eat___. Have children find apicture of a food they like.Help each child name a foodand complete the sentenceframe with it.


socks

Clothes

mittens

jacketpants

dress

shirt

scarf

shoes

hat coat

Picture It

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Shoes from GrandpaDisplay Shoes from Grandpa and read the title aloud. Where are the girl

and her grandfather sitting? How do you think she is feeling? How can you

tell? Turn the pages for a picture walk. Select from the following prompts.

Pages 2–13: Look at the people on pages 4–5. The girl’s name is Jessie. How

does Jessie feel about her new red shoes? What other clothes does Jessie get?

Who gives them to her?

Pages 14–27: Continue asking about Jessie’s clothes and who they are from. Ask

children to tell what Jessie is doing on pages 8, 15, and 17.

Pages 28–31: Point out the pictures on pages 27 and 29. How do you

think Jessie feels about the way she looks? How can you tell? What kind of

clothing does she most want to have? What kind of clothing would you most

want to have?


Display the Picture Cards listed under Materials. Ask children to listen as you

say some sounds: /b/ /ug/. Have children say the sounds together quickly to get

the word bug. Then have them find the picture that shows a bug.

Continue having children blend sounds to make words and match sounds with

pictures. Use these sounds and words: /b/ /oks/ for box; /t/ /ag/ for tag; /t/ /en/

for ten; /b/ /ot/ for boat; /t/ /op/ for top.

High-Frequency Word: like

Use Word Cards, Picture Card sandals, and the Punctuation Card period to con-

struct this rebus sentence: I like (sandals). Point to I and have children read the

word. Then point to like, and read it aloud. Ask children to read both words: I

like. Then identify the picture of the sandals. What do I like?

Display this sentence frame: I like my ___. Call on individuals to read the sen-

tence aloud and to complete it by naming things they like. Then have children

copy the sentence frame and draw pictures to complete it. Have children read

their completed rebus sentences aloud.



make words• learn the high-frequency

word like

Materials• Picture Cards boat, box,

bug, sandals tag, ten, top • Word Cards I, like, my• Punctuation Card period• drawing materials



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Members of Extended FamiliesDisplay Shoes from Grandpa and turn through the pages. Does Jessie have

a big family or a small family? Let’s take another look at the people in her

family and count them. Review and count the family members in the story. Help

children note the family members aunt, uncle, and cousin. Then use the family

chart from Week 1, Day 2 to show that aunts are sisters of mothers and fathers,

uncles are brothers of fathers and mothers, and cousins are the sons and daugh-

ters of the aunts and uncles.

Do any of you have an aunt? What do you call your aunt? Who has

more than one aunt? What are their names? Follow a similar procedure for

uncles and cousins.

Go through the book again. Have children help list the relatives and the gifts

each gives to Jessie. Write the list on the board: grandpa—shoes; dad—socks;

mom—skirt; cousin—blouse; sister—sweater; grandma—coat; aunt—scarf;

brother—hat; uncle—mittens.

Have children play the parts of Jessie and her family members to

dramatize the story. Prompt dialogue, with lines such as:

Hi, Jessie. I’m your ___. I’ll find you (a or some) ___.

And I’m your ___, Jessie. I’ll find you a ___ to go with the ___.


Have each child drawa picture of an aunt,uncle, or cousin they know. Have them tell about the relative. Then label the pictures.

Name your aunts.Name your uncles. Doyou have any cousins?What are their names?Who is the cousin you see and play withthe most?

Have children namethe family members inShoes from Grandpain pairs, according tothe items of clothingthat go together. Forexample, a child couldsay, Grandpa and Dadgave Jessie shoes andsocks.

Vocabularyaunt, uncle, cousin

Materials• chart from Week 1, Day 2


Display the rhyme “SomeThings I Need.” Invite childrento join in as you reread it.Ask: What does the child inthe rhyme like to drink?(Pantomime drink.) Displaydrink containers and namethe drinks each holds. Haveeach child repeat with you, Ilike to drink ___, and thenhold up the drink they like tocomplete the sentence. Helpchildren name the drinks.



Act It Out

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Phonics Library“Baby Bear’s Family,” pages 9–15

Read aloud the title. What does the title tell us this story is about? Let’s

find out about what happens to this bear family. Walk children through

pages 10–15. Have children pay special attention to Baby Bear. Have you

ever tried to catch a butterfly? Does this story have a happy ending?


Use page 3 of Shoes from Grandpa. Call on several children to show where to

begin reading, what direction to read in, and how to return to the next line.

Ask one child to dictate a sentence that tells about his or her shoes. Write

the sentence on the board. Have the child “read” the sentence, pointing out the

capital letter at the beginning and the period at the end.

Call on another child to dictate a sentence. Write it, using a lowercase letter to

begin. Ask children to tell what you should change. Repeat, omitting both the

initial capital and the end punctuation. Have children correct the sentence.





Academic Language• return sweep

Materials• Big Book Shoes from

Grandpa• Phonics Library selection

“Baby Bear’s Family”• books from the classroom

library



Language Transfer SupportSome children may not befamiliar with following a left-to-right order for letters in wordsor for words in sentences.


Tell what onebear is doing on page10 of “Baby Bear’sFamily.” Repeat whatchildren say and writetheir sentences.

Display page 10 ofShoes from Grandpa.

Where should webegin reading? Call onchildren to make thereturn sweep.

Have partners choosebooks, point out begin-ning capital letters andend punctuationmarks, and model thereturn sweep.

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Clothes for Different NeedsWe have been reading about families and talking about things you and

your families need. Explain that people need clothes for different things they do

and to protect them from different weather.

Remember that all Jessie really wanted was jeans that she could

wear out to play. How many of you have jeans? When do you wear

them?

On chart paper, start a list of sentences telling about different occasions

and weather and the clothes that might be worn for each. Have children

name articles of clothing and tell when they could wear them. Model a few

examples for children to use:

Here is a ___ (dress). I can wear it ___ (to a party).

Here are ___ (boots). I can wear them ___ (in the snow or rain).

Write children’s sentence pairs on chart paper and reread each

pair aloud. Have children write their names beside the sentences

they contributed and illustrate them.

LO

OK

SPEA

K


Vocabularyjeans, wear, play, dress,boots

Materials• chart paper• a marker• articles of clothing or

pictures of them• ELL Picture Cards

sweater, gloves, T-shirt, shorts(See Master ELL 3–4.)


Display the rhyme “SomeThings I Need.” Have childrenrecite the rhyme and performthe actions with you as youreread it. Show pictures ofchildren doing activities in hotweather and in cold weather.Have children sort thepictures into a hot weatherpile and a cold weather pile.Encourage children to say hotor cold as they sort.

Hold up an article ofclothing, or a pictureof one, and name it.Call on children torepeat the word for theclothing and to pan-tomime putting it(them) on.

What do you wear in hot weather?in cold weather? Doyou wear specialclothes for a party?when you work in youryard? Tell about your special clothes.

What are sometimes when you wearnice clothes? Tellabout what you wouldwear to a big party, tothe beach, to the park,to work in the yard, to build a snowman.Draw a picture of oneof your outfits. Tellabout it.



Draw It

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Big Book Social Studies Link“Which Would You Choose?” pages 33–39

Page 33: Read the titles. Have children name the clothes. Which kind of

shoes do you think the girl will choose? Which would you choose?

Page 35: Look at the different gloves. Point to or name the gloves you

would wear to play in the snow, to play baseball, to work in the garden.

Page 37: Point to and name the different kinds of clothes. Point to class-

mates who are wearing the same kinds of clothes shown in the picture.

Page 39: Read the second question aloud. Call on children to answer.

ComprehensionInferences: Drawing Conclusions

Ask children what is happening on page 10 of “Baby Bear’s Family.” What

time of day is it? How do you know? Tell them they can use clues in the picture

and what they already know to get the answer. If necessary, point out that

bananas and pancakes are usually eaten at breakfast. They know that breakfast is

the first meal of the day, so they can conclude it is probably morning.

Direct children to page 11. Where is the Bear family now? How do you

know? What do you see and know already that will help you answer? Is

Baby Bear working or playing? Tell what makes you think that. Display pages

12–13. How does Mother Bear feel? What is she worried about?

Skill ObjectiveChildren draw conclusionsabout story characters, setting, and events.

Materials• Big Book Tortillas and

Lullabies• a collection of picture

booksSKILL FOCUS 10–15 MINUTES


Turn through “BabyBear’s Family,” paus-ing to identify the feel-ings of one or more ofthe bears. Have chil-dren repeat the wordand show how theywould look if they feltthat way.

If I walk to thedoor, can you tell whatI will do? How did youfigure that out? Repeatwith actions.

Have partners drawconclusions aboutpages 12–15 of “Baby Bear’s Family.”Suggest they talk abouthow the bears feelabout each other.Partners can tell thegroup their conclusions.

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Pulling It All TogetherThis week we read about families and some of the things we need.

First we read about Goldilocks who went into the bears’ home. Why

did she eat the porridge? lay in a bed? Then we read about a girl

whose family gave her lots of clothes. Why did she need jeans? Last, we read

about choosing different clothing for different reasons. Revisit the rhyme “Some

Things I Need.” Encourage children to join in on the words and actions.

Sing and pantomime “This Is the Way” to the tune of “The Mulberry

Bush.” This time, use actions related to clothing. For example: This is the

way we put on our socks . . . dress for a party . . . tie our shoes.

Reread the rhyme, pausing before the words juice and spaghetti.

Prompt individuals to fill in with the names of their favorite

drinks and foods.

MO

VE

SPEA

K


Have children form acircle. Have eachchild, in turn, point toan article of clothinghe or she is wearing.Help the next child inthe circle name thearticle of clothing. Thenthat child repeats forthe next child.

Invite children to pagethrough Shoes fromGrandpa and “WhichWould You Choose?”to recall family wantsand needs beforeresponding. Whatthings did the childrenin the stories need?

Ask each child to draw a picture of himself or herselfdoing a favorite activitywith his or her family.Label the pictures forchildren. Then havechildren take turnstelling the group about their pictures.

Vocabularyhome, need, clothes, put,dress (verb), tie (verb)

Materials• chart paper• a marker• Master ELL 3–3


Display the rhyme “SomeThings I Need.” Encouragechildren to recite the rhymeon their own or to chime inwith others. Prompt asneeded. Then group childrenin two smaller groups. Helpeach group alternate chantingthe remaining lines.Encourage children to move tothe rhythm as they chant andto do the actions.



Fill It In

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Phonemic Awareness/PhonicsInitial Consonants b /b/, t /t/, r /r/, m /m/

Distribute a small letter card for b, t, r, or m to each child or have children

make their own. All of you who have the letter b, do these three things:

Stand up. Hold up your letter. Shout out the letter’s name. Repeat for t, r, and m.

Hold up Picture Card box and ask children to name it quietly to themselves.

If you have the letter that stands for the beginning sound of box, say the

letter and hold up your card. Repeat for the remaining pictures.

Segmenting Onset and Rime

Ask children to listen for the beginning sound of the word like. Ask them to

repeat the word and say the beginning sound, /l/, with you. Repeat for the ending

of the word, / ı k/, -ike. Continue helping children segment words such as top,

map, rug, and sit.


Skill ObjectivesChildren• segment onset and rime• associate sounds with

letters: b /b/, m /m/,r /r/, t /t/

Materials• Picture Cards bat, bed,

bell, box, mat, mix, mop,mule, rake, rope, rug, run,tag, ten, tooth, top

• Letter Cards b, m, r, t

Have children listen asyou say net, stretchingit out to emphasizethe beginning and end-ing sounds. Repeat itwith children. Havethem say the begin-ning sound, the endingsound, and finally thewhole word.

Say these words oneat a time: bike, lace,race, rake, soap, rope. Have childrenrepeat the word afteryou and identify thebeginning and endingsounds of each.

Assign each child apartner. Have childrentake turns sayingshort words for theirpartners to segmentinto onset and rime.


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Expressing Hunger and ThirstWe have been reading and talking

about families—who they are and what

they do together. One thing many families do

together is eat. Let’s talk about being hungry

and thirsty.

Write “I’m Hungry!” on chart paper,

alternating colors for the lines of dia-

logue. Read the poem aloud a few times, using

puppets or dolls to role-play the conversation.

Have children name the foods and drinks

mentioned in the rhyme.

Food and drink are things we all need

to live. Let’s practice telling people what we

need. Start a chart like the one shown. Draw

or cut out and paste pictures of different

foods and drinks in the appropriate columns.

Name each food and model using it in a sentence. Ask

each child, in turn, to say the I’m hungry sentence and

complete the sentence frames. Repeat for being thirsty.

LO

OK


Week 3


Vocabularyhungry, thirsty, eat, salty,sweet, peach, juice

Materials• chart paper• a marker• puppets or dolls• pictures of different foods

and drinks• ELL Picture Cards

drink, food/meal, ice cubes(See Master ELL 3–6.)

Show being hun-gry and thirsty. Whatdo you eat when youare hungry? What doyou drink when you are thirsty?

What do you saywhen you need some-thing to eat? Namesome things you caneat. Tell what you can drink.

Partners take turnsasking Are you hun-gry? Are you thirsty?Answers shouldinclude specific foodsand drinks.

Name


I’m Hungry!I’m hungry, yes, I’m hungry.

Is there anything to eat?

I want something salty.

I want something sweet.

Do you want a hot dog?

Do you want a peach?

Yes, I’ll have a hot dog.

Yes, I’ll have a peach.

Now I’m thirsty, yes, I’m thirsty.

Is there anything to drink?

I want something nice and cold,

With lots of ice, I think!


Cop

yrig

ht ©

Hou

ghto

n M

ifflin

Com

pany

. All

right

s re

serv

ed.

Master ELL 3–5




Hungry and Thirsty

I’m hungry. Foods

I want something ___. I’ll have a ___.

I’m thirsty. Drinks

I want something ___. I’d like some ___.

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The Amazing Little Porridge PotTeacher’s Edition, pages T146–T147

Display page T147 and invite children to talk about what is happening. Tell them

this is a very old story about a special pot that cooks porridge and a girl who

doesn’t follow directions exactly. Read the title aloud and have children point to

the pot.

Explain that porridge is a kind of cooked cereal. What kind of food is in the

pot? Why is the girl upset? What are the other people in the picture doing? The

girl’s mother was away when all this happened. Find the girl’s mother in the

picture. What will the girl’s mother do when she gets home?


Tell children to listen carefully as you say the beginning (onset) and ending

(rime) sounds of a word. Say /b/ /ı b/. Now you say the sounds with me.

Say the sounds again, blending them together to make a word. What

word did you make? If necessary, model how to put the sounds together to

make the word bib. Repeat the procedure with other words, such as top, mat,

and hop.

Initial Consonant n /n/

Introduce Alphafriend Nyle Noodle to children. Say Nyle and Noodle, stretching

out the initial /n/. Have children do the same. Do Nyle and Noodle begin

with the same sound? Say that sound with me, /n/.

Display Letter Card N and n. Write Nyle Noodle on the board. Tell children that

Nyle begins his name with a capital N. Ask children to point to the capital N and

to stand if their own names start with the same letter. Write the N names on the

board. Have children say each name with you.

Hold up Picture Card nine. Have children say the number. Write the word on

the board and ask what letter the word nine begins with. Have children match

letter card n with the word nine.

Listen as I say some words. If you hear /n/ at the beginning of a word, stand

and shout “N.” Use the words nose, rose, bed, nut, note, tire, set, net.


Skill ObjectivesChildren• blend onset and rime

to make words• begin to associate n with

/n/

Materials• Picture Cards nine, top,

mat, hop• Letter Cards N, n• ELL Picture Cards

cooking pot,Alphafriend Nyle Noodle(See Master ELL 3–6.)



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Names of FoodsToday we will read Tortillas and Lullabies again. In that story, a girl, her

mother, her grandmother, and her great-grandmother do many things together.

Families get together for different reasons. Let’s talk about some foods we like

to eat with our families and friends.

Help children generate a list of favorite and special-occasion foods. List

them on chart paper, including pictures whenever possible. For example:

Have children sit in a circle to play a party game. I’m

going to a party, and I’m taking ___ (food name). What

will you take? Turn to child next to you, and have him or her say the same sen-

tences. Let children use the list on the chart to supply the name of a food, or

help them supply new words. Continue until all children in the circle have had a

chance to contribute.

SPEA

K

Vocabularyfavorite, food, birthday, holiday, names of foods

Materials• chart paper• a marker• puppets or dolls• ELL Picture Cards

drink, food/meal, birthdaycake, turkey(See Master ELL 3–6.)




Draw a picture ofyour favorite food.Show your picture tothe group. Tell why youlike that food.

What is yourfavorite food? Whendo you eat it? Whatholidays do you cele-brate with your family? Do you eatspecial foods then?Describe them.

Make the party gamemore challenging byhaving children namethe previously men-tioned foods beforecontributing a newfood. For example: I’mgoing to a party, andI’m taking pizza, hotdogs, and ___.

Display the poem “I’mHungry!” Reread it a fewtimes, using puppets or dolls.Talk about being hungry andneeding food. Display picturesof foods and drinks. Helpchildren name the items andsort them into categories.Then say: I’m hungry. Whatcan I eat? Have a child pointto and name a food you caneat. Repeat with I’m thirsty.What can I drink? Whenchildren are familiar with the pattern, let them ask the questions.


Let’s Party!

FoodsFavorites Birthday Holiday

spaghetti cake turkeycurried chicken ice cream hampizza hot dogs salmon

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Tortillas and Lullabies andShoes from GrandpaDisplay the Big Books. Point to Tortillas and Lullabies. What is the title

of this book? Let’s shout it out together! Ask a child to show several pages.

What kinds of things did the people in this book do for each other? Help

children recall activities like making tortillas, picking flowers, washing a dress,

and singing lullabies. Repeat for Shoes from Grandpa. Have children name the

different types of clothes they are wearing and then tell about clothes they have

received as a gift.

Stand up and wave when I hold up the book you liked best. Help children

determine which book was most popular with the group.


Display the Picture Cards boat and goat. Ask children to blend the sounds /b/

and /ot/ to make a word. Point to the picture of the boat as children say boat.

Have them say boat again and then change the beginning /b/ to /g/ and say the

new word. Point to the picture of the goat as children say goat.

Repeat with other CVC words such as box, hug, and pig. Provide the sounds if

children have difficulty hearing or blending them.

High-Frequency Words: my, like

Use Word Cards to create this sentence starter: I like my ___. Ask children to

read the words aloud and name something they like to complete the sentence.

Repeat until each child has had a turn to finish the sentence.

Guide children to write I like my at the top of a piece of paper. Have them draw

a picture and write a period to complete the sentence.

Invite children to show their pictures and tell about them. Fasten children’s pic-

tures together to make a booklet. Write the sentence each child created below

his or her picture.



make words• review the high-frequency

words my and like

Materials• Picture Cards boat, goat,

box, hug, pig• Word Cards I, like, my• drawing materials



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More Clothing WordsShow children Shoes from Grandpa. Turn through the pages. Ask chil-

dren to point to their favorite pieces of clothing. Write the word for the

clothes on chart paper. Draw a quick sketch of each article to help children

remember its name. I will name a piece of clothing. You point to where

it goes on your body. Tell when or where you might wear it. Would you wear

it in the winter? to school? to a special place?

As you name different clothes, point to their pictures and names on the

chart. Have children repeat the name and point to where it is worn on

the body. Help them tell where or when they would wear it. Reverse the proce-

dure by saying an occasion or place and asking what children might wear.

Play a guessing game about the clothes on the chart. I am

warm. You wear me in the winter. I keep your arms and chest

warm. What am I? (You are a sweater.)

Prompt children as needed to help them solve the riddles. Explain or show exam-

ples of any descriptive words used.

SPEA

K

LO

OK


Show how youput on your clothesand shoes. Nameeach thing as you putit on.

Do you have afavorite piece of cloth-ing? What is it? Whatdoes it look like?When do you wear it?

What would youwear to a party? Youcan wear anything youlike. Describe whatyou would wear. Don’t forget anything!Describe what youwould wear on a special holiday.

Vocabularyparty, fun, dance, sing, play (verb), sweater

Materials• puppets or dolls• chart paper• a marker• ELL Picture Cards

play shoes, party shoes(See Master ELL 3–6.)


Display “I’m Hungry!” andreread it, using puppets ordolls. Encourage children tosay the rhyme with you. Pointto party in the rhyme. Say: Aparty is a time when peopleget together to have fun. Whatdo you do for fun? Do youdance? sing? play games? eatspecial food? wear your bestclothes? Pantomime eachaction as you ask thequestion. Have each child act out something he or shedoes for fun.



Guess It

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Phonics Library“Cat’s Surprise,” pages 17–23

Distribute or display the Phonics Library book. Turn to page 17 and read the title

aloud. Let’s go on a picture walk to see what happens. Turn through pages

18–23, prompting children to tell the main action in each illustration. Ask them

who the people are, where the children in the story are looking, and what they

think the children will find at the end of the story.


Make copies of the take-home version of “Cat’s Surprise.” Cut out the story

pages, number them 1–6, and paste each at the top of a piece of chart paper.

Point out the boy holding the dish of cat food. Ask children what he is doing.

What is the boy holding? Who is the food for? What is the boy saying?

Write children’s suggestions in sentence form below the picture. Then have the

child read his or her sentence with you. Run your hand under the words as you

read. Then ask a child to do the same as you read the sentence again.

Ask the group to point out all the capital letters and circle those that begin sen-

tences. Have them also point to and circle periods at the ends of sentences.





Materials• take-home version of the

Phonics Library selection“Cat’s Surprise”

• chart paper, scissors,paste

• Picture Cards cat, dog• Word Cards I, like, my• Punctuation Cards: period• a variety of picture

storybooks




Use Word, Picture, andPunctuation Cards tocreate sentences: Ilike my dog. I like mycat. Children read thesentences and pointout capital letters andend punctuation.

Give each pair of chil-dren a picture book.

Look through thebook. Talk about thepictures. Point out capital letters at the beginning of sentences and periods at the end.

Display the remainingpages of “Cat’sSurprise.” Ask childrento dictate sentences.Write them withoutcapital letters or periods. Have childrencorrect the sentences.

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Special OccasionsWe have been talking about times families get together. Do a

quick picture walk through “Families” and “Which Would You Choose?”

These two stories showed things families do together. When families get

together, they do different things and sometimes eat special foods. Give an

example, such as, My family dresses up and eats cake on birthdays.

Ask children to think of occasions when their families get

together, when they go to special places, and when they work

and play together. List their ideas on chart paper.

Review the answers. First, I will name one of the special days on the

chart. Then you tell me what you would wear that day. Choose one child to

respond to each occasion.

Now when I name a special day on our list, you tell me what you would

eat that day. Repeat the procedure until all children have a chance to respond.

LO

OK


Vocabularyspecial, day, together, specialoccasions children name

Materials• dolls or puppets• chart paper• ELL Picture Cards

party shoes, birthday cake,turkey, pot(See Master ELL 3–6.)


Display “I’m Hungry,” andreread it a few times, usingdolls or puppets for alternatingspeakers. Repeat the firstfour lines, holding the firstdoll or puppet to yourself.Hold out the other doll orpuppet to children, indicatingthat they should say the nexttwo lines. Continue, sayingthe first speaker’s lines andhelping children supply thesecond speaker’s responses.After children respond as agroup, encourage individualchildren to speak.



Chart It

birthday Thanksgiving Day New Year’s Day wedding

What is yourfavorite special day?What do you like towear on that specialday? Draw a picture ofyourself on that day.

Which things onthe list do you do withyour family? Have youever had to eat a foodyou did not like? Whatwas it?

Draw a picture of yourself on a special family day. Tell about your picture.Prompt children toinclude people,clothes, and food.

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Big Book Links“Families” and “Which Would You Choose?”

Display the title pages of the two Links. Invite children to say the titles aloud

with you. Call on children to tell how the title pages are different. Turn the pages

of each Link. Help children recall and compare the two books with the prompts.

• What are the people doing? How many children are shown in each picture?

• Which story is mostly about what you can wear? Which story is mostly

about what families do together?

ComprehensionCharacters and Setting/Drawing Conclusions

Help children compare the pictures on pages 17 and 20 in “Cat’s Surprise.”

Who are the people on these pages? Where are they? Who is the woman in

the yellow hat behind the fence? Why isn’t she in the picture on page 17?

Suggest that they use clues in the pictures and what they know about families,

friends, and neighbors to help them figure out the answer.

Select and show several pages at random in “Cat’s Surprise” and have children

tell what is happening. Is this happening inside or outside? How do you

know? Remember, you can use picture clues and what you already know to

help you figure out the answer.

Skill ObjectiveChildren draw conclusionsabout story characters, settings, and events.

Materials• Phonics Library selection

“Cat’s Surprise”• Teacher Read Aloud The

Amazing Little Porridge Pot• Big Book Tortillas and

Lullabies



Look through “Cat’sSurprise.” Who isthis? Who says, “Here,Kitty! Come here,Kitty?” “I need towater the flowers?” “Iwill look for the cat”?Help children supporttheir answers.

Reread aloud the firsttwo paragraphs of TheAmazing Little PorridgePot. Who is intro-duced in this part ofthe story? Where doesthe story happen?What lesson did thedaughter learn?

Display Tortillas andLullabies. Have chil-dren identify the char-acters. Then discussthe tradition of makingtortillas. Why ismaking tortillas impor-tant to this family?

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Pulling It All TogetherWe worked hard this week. We talked a lot about families and times when

families get together. We used family names, food words, and clothing words.

Display any graphic organizers and visual aids used over the theme. Help

children recall the words they learned.

Revisit “I’m Hungry!” Invite children to chime in on any words they know.

We all have foods we like. Let’s find out what some of those foods are.

Give each child a chance to name a food he or she likes. Then have the

group restate the idea in a sentence using the child’s name. Provide these

models for children to use:

Child: I like ___ (cereal).

Group: (Child’s name) likes ___ (cereal).

We don’t all like the same things. I don’t like lemons. What

foods don’t you like? Provide a model for children to express

their dislikes. Have the group restate the idea in a sentence using the child’s

name. Use these models:

Child: I don’t like ___ (pickles).

Group: (Child’s name) doesn’t like ___ (pickles).

SPEA

K

LO

OK


What face wouldyou make if you atesomething you didn’tlike? What face would you make if youate something youreally liked?

Name a food youlike. Now name a foodyou don’t like. Tell why.Name a classmate ora family member. Tellabout a food he or shelikes and a food he orshe doesn’t like.

Plan a meal with all the food youlike. What would youeat first? Describe the food.

Vocabularylike don’t like, review of the week

Materials• puppets and dolls• chart paper• graphic organizers and

visual aids used over thetheme

• Master ELL 3–5• ELL Picture Cards

(See Masters 3–2, 3–4,3–6.)


After reading “I’m Hungry!”again with the puppets ordolls, reverse roles fromyesterday’s activity. Havechildren recite the firstspeaker’s lines while you givethe second speaker’sresponses. Then give thepuppets or dolls to twochildren. Have them recite thedialogue. Provide prompts asneeded to help children recallthe lines. Continue until everychild has participated.



Yuck!

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Phonemic Awareness/PhonicsSegmenting Onset and Rime

Tell children to listen as you say the parts of a word. Say /s/ /and/. Have chil-

dren repeat the beginning (onset) and ending (rime) sounds, blending them

together to make the word sand.

Call on children, one at a time, to act as the ”teacher.” Whisper one of these

words, band, hen, toy, mop, nice, rose, sack, into the child’s ear. Have the child

say the beginning and the ending sounds aloud separately. Have the group blend

the two sounds together to make the word. Call on other children to be the

“teacher” and repeat the procedure.

Initial Consonants t /t/, b /b/, s /s/, r /r/, n /n/

Label five large envelopes with the letters t, b, s, r, and n. Display, in random

order, the Picture Cards listed under Materials. Help children name the pictures.

Hold up an envelope so children can see the letter on it. Name this letter

and say the sound it stands for with me. Now point to one picture whose

name begins with the sound for the letter. Have the group repeat the name of

the picture and the beginning sound. Then call on one child to put the picture in

the letter envelope. Repeat for the remaining pictures.


Skill ObjectivesChildren• segment onset and rime• review sounds with letters:

t /t/, b /b/, s /s/, r /r/, and n /n/

Materials• five large envelopes• Picture Cards bat, bed,

bell, box, net, nine, nurse,nut, rake, rope, rug, run,sandals, seal, six, sun,tag, ten, tooth, top

• Letter Cards b, n, r, s, t

Have children workwith partners to sortthe Picture Cards usedabove into piles. Helpthem say the picturenames as they sort.

Assign a letter (s, t, b,r, or n) to pairs of children. Have part-ners name their letterand say its sound.Then have them lookthrough books or magazines to find two examples of pictures that beginwith their letter.

Hold up Letter Card s.Say a “silly sentence”such as Sam’s sistersings songs sweetly.Ask children to think ofother silly sentencesin which many wordsstart with /s/ s.Repeat the procedurefor other letters.


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